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What is Good Practice in Autism Education?

Research Team: Tony Charman, Liz Pellicano, Lindy V Peacey, Nick Peacey, Kristel Forward, Julie Dockrell (2011) Centre for Research in Autism and Education (CRAE), Department of Psychology and Human Development, Institute of Education, University of London

1. Purpose of the research
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AET Report: What is Good Practice in Autism Education?

Purpose of the research
The Autism Education Trust (AET) was established in November 2007 with funding from the then Department for Children, Schools and Families. It is dedicated to co-ordinating and improving education support for all children on the autism spectrum in England. It is estimated that one in 100 children is on the autism spectrum. Their development and education are the primary concern for most parents and carers. The AET aims to create a platform for statutory, independent,

and voluntary providers to plan and develop appropriate autism education provision across all education settings, including early years. In April 2011 the AET was awarded a Government grant to develop a set of standards for the delivery of good practice in education provision for children and young people with autism. These standards could form the basis for nation-wide training in education provision for children and young people with autism to be delivered by local partners and accredited by the AET.

This research was commissioned to provide context to the development of this set of autism education standards in the following areas:

A. Identify and record existing practice in schools perceived as providing excellent care and education for children and young people with autism.

B. Identify areas of commonality and difference between these providers.

C. Document a set of good practice guidelines based on existing practice in these schools.

Note that the remit of the research specifically excluded the comparison of the effectiveness of specific interventions or programmes.

The AET has been asked by the Department for Education to develop a set of standards for the delivery of good practice in education provision for children and young people on the autism spectrum . .1 Executive summary
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AET Report: What is Good Practice in Autism Education?
. .
2.

in particular speech and language therapists. Schools worked in partnership with families. The remit of the current research was to characterise aspects of ‘good practice’ in autism education through in-depth study of schools considered to demonstrate such practice by AET. and with social care professionals and the voluntary sector. Schools strove towards inclusive education both within their own school and through joint activities with other local schools. and autism resource bases within mainstream schools. These standards could form the basis for countrywide training in education provision for children and young people with autism to be delivered by local partners and accredited by the AET. for them to reach their full potential and to be included in school and society. social care and voluntary organisations. Schools used multiple assessments
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2. The primary data collection encompassed in-depth interviews with school staff and. Schools went further than individualising and adapting the curriculum for each pupil. They also took time to understand and establish strong relationships with pupils seeing this as the starting point for supporting their learning and well-being. They saw the need for a unique ‘autism curriculum’.1 Executive summary
2. including joint working between education. educating pupils with autism across the ability range in special schools. There was a considerable amount of joint working with specialist health practitioners. several consistent themes emerged. both about approaches to learning and on strategies to promote positive social and behavioural outcomes and well-being. Schools had high ambitions and aspirations for pupils with autism. the need for staff to have high expectations. School staff had very high levels of reciprocal communication with parents and carers. in some schools. emotional and communication needs of children and young people with autism. aware that there is reciprocity in such relationships and that parents and carers have expertise and knowledge to share with schools. which captured not only children’s learning needs but also sought to address the social. Senior school staff provided strong leadership and vision that encompassed not only their own school but also the broader community where they took took on the role of ‘ambassadors’ for autism to raise community awareness. just as the schools do with parents and carers.1
. which educate pupils from right across the autism spectrum.
Key findings
Despite the very diverse range of schools included in this research. Ofsted and external agencies. again acknowledging that the education of children with autism must be broader than for children without autism. which they did their best to provide within the resources available – although they wished they could do more. ranging from early years provision to provision for 19–year–old pupils. Training for all staff. to be well-trained. and many schools were active in disseminating their expertise to other schools and practitioners. Staff in the schools were both highly trained and highly motivated and the expectations placed on staff by school leaders were high. specialist autism schools. was a priority for schools. with pupils and parents and carers also. They recognised that families of children and young people with autism can often be vulnerable and require additional support. Many of the themes that emerged from the research are reflected strongly in the proposals outlined in the SEND Green Paper. and to nurture their independence and well-being. Schools were interested in hearing the pupil’s own voice about their learning and other school activities. They recognised the importance of helping pupils with autism to develop problem-solving skills to promote their independence both at school and into adult life. health. and to understand autism and for networks of schools to work together with specialist schools working as ‘centres of excellence’ in autism education practice.Executive summary
The AET has been asked by the Department for Education to develop a set of standards for the delivery of good practice in education provision for children and young people on the autism spectrum. including for support staff. occupational therapists and mental-health professionals.
beyond those statutorily required in order to monitor progress in terms of attainments and also with respect to social and behavioural outcomes. Sixteen schools were included in the research.

If ‘good practice’ in autism education is practice that is informed by strong empirical evidence. health and social care professionals working jointly. We need more research to develop and disseminate good practice on accessing the pupil’s voice within both mainstream and specialist schools. then we need to address the considerable gaps in knowledge about effective practice. We need to evaluate whether school staff are choosing the best measures to monitor progress. and progress towards independence. Lindy V Peacey. 5. Nick Peacey. including progress in social and communication competence. Kristel Forward. We need further research on the fidelity or faithfulness of implementation of generic. 1. We need to test the effectiveness on outcomes of education. Julie Dockrell (2011)
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AET Report: What is Good Practice in Autism Education?
. 3. well-being.
Tony Charman. behavioural or well-being outcomes.2. 6. Liz Pellicano. 4. and particularly specialised. 2. We need to evaluate the ways in which mutual partnerships between schools and families have beneficial effects for children and young people with autism in terms of learning. practice and programmes.1 Executive summary
Knowledge gaps and priorities for future research
The research also identified challenges for practice and policy in the implementation of good practice as well as gaps in the research and practice evidence base that should inform future commissioning.

7 Charman & Baird (2002).2
.g. Autism is a strongly genetic condition although it is now recognized that this consists of both heritable and sporadic (noninherited) forms. language and intelligence in the proposed revision to the American Psychiatric Association diagnostic guidelines4. and for some children with Asperger syndrome or autism with good language skills and of average or above average ability (sometimes called ‘high functioning autism’) even later. JCPP. much variation in the way that children and young people with autism manifest these different behaviours. drain pipes) and an ‘insistence on sameness’ (e. preferring environments and routines to stay the same). the feel of clothes or the smell of hair) are common. Stereotyped and inflexible behaviours range from hand-flapping and finger-twisting to idiosyncratic special interests (e. spoken language is limited or absent altogether. and many children. and suggests how these might affect learning and behaviour in the classroom. Note that within education. A large proportion of children with autism (around 50%) have an additional learning disability. These core behaviours are thought to be underpinned by fundamental difficulties in both the flexible generation of ideas and the understanding of. However. 3 Wing (1996). especially those with a more classic presentation of autism in combination with language delay. as are childhood psychiatric or mental health disorders.g. even for individuals at the more intellectually able end of the autism spectrum. The full spectrum therefore includes children and young people with very different presentations – an observation that first prompted Lorna Wing to coin the term the ‘autism spectrum’ to capture this wide variability3 and which
ICD-10 (1992). others will have average or advanced intellectual abilities. although the reasons for this sex difference have not yet been determined. Non-genetic causation in some cases has not been ruled out. meaning that all schools are likely to include pupils who lie somewhere on the autism spectrum.Setting the scene
This section provides an overview of autism and the way that autism may affect the experiences of children and young people in school.. health and social care practice the use of the terms ‘autism spectrum disorders’. Robinson. but such instances probably account for only a small minority of cases6. however. and often one-sided. Lancet. prime numbers. conversations) can be odd. For some children. Asperger syndrome.
is also reflected by the use of levels of symptoms (mild..2 Setting the scene
2. Table 1 describes the core behavioural features of autism. Lancet. Simonoff et al. atypical autism and pervasive developmental disorder. while some children and young people may also have a severe intellectual disability. especially anxiety and attentional difficulties2. It contextualises the current report against the background of previous AET commissioned work and other guidelines on autism ‘good practice’ from the UK and internationally. While some individuals go on to live independently and obtain qualifications. including those meeting diagnostic criteria for childhood autism. The population prevalence of broadly defined autism spectrum disorders is now known to be around one in a hundred children5. (2008). with some children experiencing periods of rapid improvement and others showing stasis or plateau-ing of development. Until recently. awkward. APA. Furthermore. train timetables. (2006). Sensory atypicalities.. severe).. JAACAP. Levy et al (2009). autism is a developmental condition and the presentation in any individual will change with age. Researchers investigating the adult outcomes for children with autism often report striking variability. Difficulties with receptive and expressive language also vary enormously.g. There is. moderate.g. and thinking about. and unusual interests in some sensations (e. many children with autism were not diagnosed until 4 or 5 years of age. but their use of language to communicate in social contexts (e. other people and other situations. The prevalence of autism is 4 times higher in boys than girls. ‘autism spectrum conditions’ and ‘autism’ is highly variable for a range of reasons. WHO. including either hyposensitivity or hyper¬sensitivity.
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2. progress has been made in the earlier identification of autism. 4 Proposed DSM-5 ASD diagnostic criteria.
1 2 5 6
Baird et al. are now first identified well before the age of 5 years7. while for other children speech can be fluent. many
What is autism?
‘Autism spectrum disorders’ (ASD) or ‘autism spectrum conditions’ (ASC) are the common terms used to describe the range of neurodevelopmental conditions that are characterised by qualitative difficulties in social interaction and communication and rigid and repetitive ways of thinking and behaving1 (see Table 1). Throughout the report for simplicity we will refer to ‘autism’ taken to include all children and young people who fall on the autism spectrum.

2 Setting the scene
spend most of their childhood in school.
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AET Report: What is Good Practice in Autism Education?
. especially since children
2. in part. JADD.
8 9
Howlin et al (2004). JCPP. Farley et al (2009).are unable to achieve independence. or to enjoy friendships and social interactions8. ineffective interventions and lack of knowledge by professionals working with the children. and identifies some ways that might improve such outcomes. This uncertainty regarding the life-long outcomes for children with autism is worrying – for parents and carers. It is increasingly recognised that there are very significant gaps in our knowledge of what affects adult outcomes. One largely unexplored possibility is that the very wide variability in outcomes for individuals with autism may.9. This report seeks to characterise what is ‘good practice’ in autism education. to attain fulltime employment. and practitioners alike – and underscores the important role of education. be associated with variable support. ensuring that children and young people lead rewarding and fulfilling lives.

patterns.or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment:
• aversive responses to particular environmental •
stimuli (e.. touch) sensory seeking behaviour
• shuts eyes or blocks ears • removes self from the source by leaving a room or • •
people needs one person/thing at a time fascination with (looking. WHO. smelling. sounds. stereotyped motor mannerisms preoccupation with object parts rather than whole
• preference for only one or a few activities • difficulty with transitions.g. particularly in group activities unpredictable emotional responses (e. anxiety. changes in routine and • • •
unexpected events difficulties maintaining attention without external structure/support difficulties moving from one activity to another less likely to pick up on the ‘gist’ of a situation or activity
Hyper. outbursts) for no apparent reason
Qualitative difficulties in social communication shown by:
• delayed language development without non• • •
verbal compensation problems starting/sustaining conversations repetitive and stereotyped language limited imaginative and imitative play
• problems understanding spoken language/verbal • • •
instructions not responding when spoken to poor comprehension of written text even if reading decoding is good solo or parallel play in place of group play
Restricted repertoire of interests. licking) objects or people
1
ICD-10 (1992).
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2.and behaviour in the classroom?
Behavioural characteristics of autism1
Possible impacts upon learning and behaviour
Qualitative difficulties in social interaction shown by:
• the limited use of non-verbal behaviours such as • • •
eye gaze and body posture to regulate social interaction problems developing peer relationships limited spontaneous showing and sharing of interests limited social emotional reciprocity
• difficulties in forming reciprocal peer relationships • • • •
and friendships difficulties in picking up on non-verbal or emotional cues taking what is said to them literally difficulties in picking up on social cues.2 Setting the scene
Table 1 What does autism look like and how might it affect learning
. behaviours and activities shown by:
• • • •
over-focus on particular topics rigid adherence to routines/rituals repetitive. lights. smells. colours..g.

workforce training and local and national policy. available to children and young people with autism in England. It is intended to identify and highlight aspects of good practice in autism education. AET. Wittemeyer et al. That report’s aim was to describe the wide variety of provision.
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AET Report: What is Good Practice in Autism Education?
. Other relevant recent guidance on autism good practice includes the ‘Autistic Spectrum Disorders: Good Practice Guidance’12 published jointly by the Department for Education and Skills (DfES) and the Department of Health (DH) in 2002. it provided a list of school. The AET has also commissioned a piece of research on ‘meaningful outcomes for children and young people with autism’11. AET. Where relevant to ‘good practice’ the current report will report on the outcomes used in the participating schools but it will not attempt systematically to review outcome measures used in autism education practice as this will be one of the foci of this companion piece of work. 13 Scottish HMIe (2006). The key principles highlighted were:
1. the ‘Education for Pupils with Autism Spectrum Disorders’13 published by the Scottish Her Majesty’s Inspectorate of Education (HMIe) in 2006. Nonetheless. ‘Education provision for children and young people on the autism spectrum living in England: A review of current practice. and the forthcoming National Institute of Clinical Excellence (NICE) guidelines on ‘Autism
Jones et al. and to highlight examples of innovative interagency working. 12 DfES/DH Good Practice Guidance (2002). issues and challenges’10. Whilst these international reports contain important and useful information describing the evidence base for various programmes and approaches. notwithstanding variation across international boundaries in service organisation.2 Setting the scene
How this report relates to other AET reports and practice guidance
This research is intended to provide a snapshot of ‘good practice’ in autism education. local authority and regional pointers to good practice which could be used as an audit tool for local authorities and districts to monitor their current and future practice and policy.
Previous UK guidelines
The DfES/DH ‘Autistic Spectrum Disorders: Good Practice Guidance’12 had two purposes. these initiatives were consulted as relevant background literature for the current report to ensure that education practice in the UK is informed by international efforts where relevant and possible. (2008). the ease with which they can be translated into everyday practice recommendations for staff working with pupils with autism in schools in England presents significant challenges due to differences in service provision. Second. There are also a number of recent or ongoing initiatives on autism education and intervention practice internationally. funding. training and delivery. draft for public consultation accessed March 201114). and interviews with parents and carers. Referral and Diagnosis’ (publication due September 2011. practitioner knowledge and understanding of
autism
2. to identify ‘successes’ and make positive practice recommendations that can be taken up by other schools. policy and planning at all strategic levels 4. the importance of supporting families and working
in partnership
5. trainers and practitioners with the aim of improving educational experience and outcomes for children and young people with autism and their families in England. the need to involve children and young people
with autism in decisions affecting their education
6. in particular
to develop the social skills of children and young people with autism effectiveness of provision
8. and children and young people with autism. in particular identifying principles underlying effective practice. evaluate and research the
NICE consultation draft public access (2011). First. leaders. the need for early identification and intervention 3. Jones and colleagues used mixed methods including a literature review. that is. it was intended as an introduction to health and education practitioners to the nature of autism. as exemplified by a number of schools perceived to provide excellent education and support for independence.2. multi-agency co-operation 7. to identify organisational challenges to ensuring equal access to the provision of good quality education for pupils with autism and their families. clear short-term and long-term goals. survey questionnaires and interviews with school staff and other relevant professionals. The current report has a different focus. In this sense it builds on the previous report published by the AET. to identify the information and support given to families. (2011).
10 11 14
Spectrum Disorders in Children and Young People: Recognition. and experiences of this provision. the need to monitor.

the desirability of the integration of speech and 2. expert consensus indicated that working with families.
Scottish MHIe (2006). Broadly. universal recommendations. NICE consultation draft public access (2011). The NPDC has a remit to review and disseminate evidence-based practice on autism via training partnerships with State Departments of Education and ‘open access’ training materials on the interventions (Autism Internet Modules)16. Many of the report’s conclusions concerned the challenges and gaps that needed to be overcome in order to ensure consistency in the quality of services provided in the Scottish education system. was similar to the current research in terms of identifying principles related to ‘good practice’ and these closely informed the content of the structured interviews that were undertaken (see below). which in addition emphasised that models adopted should fit the characteristic of the child and the learning situation. both of these reports summarise the evidence base for a variety of interventions. effective transfer of information and knowledge
5. linking individualised educational programmes
(IEPs) to the core characteristics of autism with which pupils may require additional support
language therapy (SALT) targets into the primary school curriculum
3.
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NZ ASD (2008). and that positive behavioural support should focus on understanding the function of a child or young person’s behaviour in order to develop an appropriate intervention plan. building ‘time out’ periods for pupils with autism into their lesson plan) about the pupil with autism in the transition from primary to secondary school knowledge and understanding of autism and ensured their knowledge was up-to-date
4. carefully planned individual instruction should be tailored to the individual needs and abilities of the learner with autism. Both emphasise the need for professional judgement regarding which interventions and approaches to implement as well as the need to use data (on an individual child’s progress) to inform decision-making. modifying procedures and practices to
In 2007 the US Department of Education. multiagency working. beyond the critical role of nurseries and schools in the identification of children and young people with autism and emphasising the need for autism awareness and training for all professionals working with children and young people. an emphasis on transitions and including the voice of individuals with autism were consistent with ‘best practice’.The Scottish HMIe report ‘Education for Pupils with Autism Spectrum Disorders’13 was designed to identify and report on the range of educational provision available for pupils with autism in Scotland. sitting in the same seat for mocks and exams. Another recent report from the USA the National Autism Center National Standards Project: Evidence-Based Practice and Autism in the Schools17 provided both a summary review of the effectiveness of various intervention programmes and expert guidance on the implementation of these approaches within education services in the USA.. Referral and Diagnosis’14 and the Scottish Intercollegiate Guidelines Network (SIGN) on ‘Assessment.
International guidelines
. 15 SIGN Guideline (2007). now almost 10 years old. including
1. The report concluded that the evidence base for the impact of specific educational settings and interventions was insufficient to make definitive. Similar content was reviewed for the Irish National Council for Special Education report on Evidence for Best-Practice Provision in the Education of Persons with an Autism Spectrum Disorder18. head teachers in good practice schools had clear
The forthcoming NICE guidelines on ‘Autism Spectrum Disorders in Children and Young People: Recognition. to evaluate this provision and to identify good practice. Office of Special Education Programs created the National Professional Development Center on Autism Spectrum Disorders (ASD).g. including the New Zealand Autism Spectrum Disorder Guideline19.
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National Professional Development Center on Autism Spectrum Disorders (ASD) 17 NAC Report (2009). Several ‘best practice’ recommendations emerged. Diagnosis and Clinical Interventions for Children and Young People with an Autism Spectrum Disorder’15 do not make recommendations about education practice and policy. Other relevant international guidelines make similar recommendations on education for learners with autism.. the need for family values and preferences (including of pupils with autism) to be taken into account. However. spontaneous communication. that social progress (e. NCSIE.g. 18 Parsons et al (2009). and the capacity of the school and practitioner to reliably implement the intervention/programme.2 Setting the scene
The overall aim of this report. socialisation and play) was a priority target.
AET Report: What is Good Practice in Autism Education?
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2. An accompanying literature review assessed the evidence base for particular programmes or approaches.
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accommodate the preferences of pupils with autism (e.

Developmental Psychology. Jones20 summarised the literature on what is known about good practice in the education of pupils with autism and identified the need for a dual focus – on the one hand helping the individual child/young person to develop skills and strategies to understand situations and communicate needs. Another relevant piece of recent good practice guidance for all pupils with SEN. In their model. Happé & Ronald (2008). including involving parents and carers. as well as associated behavioural and other features (e. It is important to emphasise at the outset that all ‘good practice’ in autism education will rest on the foundation of ‘quality first’ teaching practice. JCS. Guldberg21emphasised the importance of practitioners first having a good understanding of autism before implementing evidenceinformed approaches to learning or managing behaviour. 23 Norwich & Lewis (2007). Removing Barriers to Achievement. 26. Jordan22 covered similar ground to Jones and reached similar conclusions. and (iii) highly specialist approaches that might be required specifically for pupils with autism. practitioner understanding of autism is an essential starting point for developing ‘good practice’ in the education of pupils with autism.27 All of the above evidence was reviewed and drawn upon to develop a framework for the data collection and analysis of the current research.2 Setting the scene
Recent policy and practice developments
In 2006. Brain Research.g. the use of visual strategies and involvement of typically developing peers. Therefore. BJSE. DfES (2004). reminding us that teachers’ understanding of autism was fundamental to correctly identifying an individual pupil’s learning needs and enabling him/her to meet them. In their overview of the specialisation of teaching for pupils with special educational needs (SEN). Whilst these principles have good ‘common sense’ face validity. the research evidence base for each of these elements having a direct impact on improving education and life outcomes is only just beginning to be examined systematically. the Training and Development Agency for Schools (TDA) ‘Pillars of Inclusion’ for planning and teaching pupils with SEN and/or disability can also provide a framework for thinking about ‘good practice’ in autism education as well as the essential components of ‘quality-first’ teaching. Our framework for investigating ‘good practice’ in autism education is shown in Box 1. while on the other hand adapting the environment to enable the child to function and learn within it.
20 21
Charman et al. Jones described that a consensus was developing on the characteristics of approaches to intervention and education for pupils with autism. 26 Pellicano (2010). 22 Jordan (2005). (2011). Norwich and Lewis23 highlight that autism is one of the categories of SEN where understanding the nature of the SEN group is a particularly critical ‘filter’ through which teaching strategies for a particular learner should be developed. the practitioner’s knowledge about the pupil’s SEN is regarded as “valuable in its own right as underpinning the learner’s development” (p. In addition..2. teaching in a natural setting and in a natural sequence. PR.
Jones (2006).25. The subsequent layers of relevant knowledge required for the professional to adapt the curriculum to the pupil’s learning style include self-knowledge and professional identity.
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.(ii) specialist approaches that are relevant for working with many pupils with SEN and their families. It shows the relation between (i) ‘quality first’ classroom and school practice28.141). CCHD. Neuropsychological Review. The remit of this research was to conduct an in-depth study with a small group of schools to identify those approaches that characterise ‘good practice in autism education’. the psychology of learning. sensory atypicalities)24. Guldberg (2010). It is well-established that autism (even compared to other diagnostic categories of SEN) is characterised by a particular profile of cognitive strengths and weaknesses. and knowledge
of curriculum areas and general pedagogic strategies.
24 25
27 28
TDA (2011).

support for families.g. Removing Barriers to Achievement. leadership. Tier 2 reflects more specialist support for children with special educational needs generally (e. and represents the bulk of educational practice.
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2. classroom practice.(adapted from DfES28)
Tier 3: highly specialist
Tier 2: specialist
Tier 1: quality-first teaching
Tier 1 reflects ‘quality first’ good practice for children generally. staff.g.. which is particularly critical because families of children with SEN are a vulnerable population). Tier 3 is highly specialist approaches to education (e. including school policies. and approaches to learning. augmentative communication approaches).2 Setting the scene
Box 1 Contextualising good practice in autism education
.
28
DfES (2004)..

the criteria were to identify schools with known good practice in educating pupils with autism.
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2. with the remainder in maintained and non-maintained special schools29. Unless otherwise indicated (for quotations by parents and pupils) quotations are from unattributed school staff. For autism specialist schools and special schools for pupils with SEN that included pupils with autism this was largely on the basis of recent ‘Outstanding’ or ‘Good with Outstanding features’ Ofsted reports.
2. the review of the literature was completed in March 2011.3
Research methods
2. those bases included in the current report were derived from mainstream schools who had received an ‘Outstanding’ or ‘Good with Outstanding features’ Ofsted report with positive mention of provision such as a resource base for pupils with autism. In all.2. Since autism resource bases within mainstream schools are not currently assessed by Ofsted. Our sample of schools is thus weighted towards special schools with significant number of pupils with autism and autism specialist schools. The characteristics of the participating schools are shown in Table 2. to minimise the possibility of individual respondents being identified.1 Timetable
Following the award of the research in January 2011. It was intended to capture the breadth
of current educational provision for pupils with autism in England from the early years to provision for 19 year old pupils. as well as provision for pupils with autism across the ability range from severe intellectual disability to above average intelligence.3. This sampling bias reflected the selection process outlined above and the time constraints for completion of the research.3 Selection of schools
A list of schools was developed between the research team and the AET from suggestions made in the AET research tender. City Academies and an early years setting. even by the type of school. Pupils and their Characteristics.3. Broadly. 16 schools participated in the research. The schools covered a number of geographical areas of England but since the primary means of data collection were face-to-face interviews with school staff. The current policy and practice guidelines served as an infrastructure to guide our topics for interview and the ways in which we developed the thematic analysis.
29
DfE/BIS (2010). specialist schools for pupils with autism.3 Research methods
2. Schools. The participating schools are listed in the Acknowledgments in alphabetical order. special schools for pupils with SEN with a high ratio of pupils with autism. They included maintained and non-maintained schools. pupils and parents and carers completed in April 2011 and the analysis in May 2011. The sample was therefore purposive and not comprehensive of such schools.3. mainstream schools with an autism resource base. the interviews with school staff. The latest Statistical First Release (SFR) from the Department for Education/Department for Business Innovation and Skills (2010) indicated that 70% of pupils identified with autism spectrum disorders in the School Census were in mainstream schools. Due to the limited number of schools involved. quotations are not attributed.2 Review of existing literature
We have identified the key features identified to date in recent reviews of good practice that are relevant to the current research remit. time/resource constraints meant that the largest number of schools were from London and the South of England.

3 Research methods
.
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2. NAS = National Autistic Society.Table 2 Characteristics of the participating schools
Age range
School 1 School 2 School 3 School 4 School 5 School 6 School 7 School 8 School 9 School 10 School 11 School 12 School 13 School 14 School 15 School 16 2 to 5 years 11 to 18 years 4 to 16 years 3 to 19 years 11 to 19 years 3 to 19 years 3 to 19 years 4 to 19 years 3 to 19 years 2 to 19 years 3 to 11 years 3 to 11 years 11 to 18 years 3 to 12 years 11 to 19 years 3 to 11 years
Type
ASD school MS with ARB ASD school ASD school Special school Special school ASD school ASD school ASD school Special school MS with ARB MS with ARB MS with ARB MS with ARB Special school MS with ARB
Sector
Non-maintained LA Non-maintained Non-maintained LA LA Non-maintained LA LA LA LA LA LA LA LA LA
Ofsted Report
Outstanding Outstanding Outstanding Good with outstanding features Good with outstanding features Outstanding Outstanding Outstanding Outstanding Outstanding Good with outstanding features Good with outstanding features Outstanding Outstanding Outstanding Good with outstanding features
Key: ASD school = School for pupils on the autism spectrum. LA = Local Authority. MS with ARB = Mainstream School with Autism Resource Base or Centre.

In 4 cases interviews were conducted by telephone.6 Methods of data analysis
A qualitative thematic analysis was undertaken on transcripts of the interviews conducted using the principles outlined by Ritchie and Lewis30 and Braun and Clarke31. All interviews were audio-recorded and subsequently transcribed verbatim and analysis was conducted from the transcripts. In some schools 2 interviews were conducted whilst in others two members of staff were interviewed at the same time. SENCos. head of children’s services. following initial independent theme identification by each of the researchers who conducted the interviews. the head teacher or deputy head was interviewed. and speech and language therapists (SALTs).
head of further education.
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Braun & Clarke (2006). and in another school 1 parent was interviewed.3. A topic guide for the interviews was developed by the research team and piloted with one of the schools. Themes and sub-themes were agreed by the research team. After initial consideration it was felt that survey or questionnaire methods would be unlikely to capture complex aspects of school organisation and practice. The 20 interviews were shared out amongst three members of the research team with 5 interviews coded independently by two members of the team. Following completion of the interviews the research team identified a series of themes based on their experience of conducting the interviews and notes made immediately following the interviews.3 Research methods
2. the head of inclusion or the head of the autism resource base.4 Ethical considerations
The research protocol was approved by the Institute of Education’s Faculty of Children and Learning Research Ethics Committee (FCL 273). In-depth qualitative interviews provided the opportunity to explore the range of practices in place for this diverse population. Participants were told that no quotations would be attributed to any individual in the report.
2. 20 interviews were conducted with a total of 29 members of staff. teaching assistants/learning support assistants. Sage. but that for reasons of transparency the participating schools would be identified in the report and therefore participants understood that complete anonymity was not assured.
30
Ritchie & Lewis (2003). The research team was therefore guided by the school as to the most appropriate staff to interview. The target respondents were identified on a school-by-school basis following a telephone call between the school staff and the research team – the focus of which was to determine who would be best to comment on practice. Some interviewees also included outreach support workers.5 Methods of data gathering
Given the nature of the practices that the research was attempting to capture it was decided to use interviews as the sole means of data collection.
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.3. The primary respondents were school staff. Parents and carers of pupils who were interviewed gave written consent and verbal assent was given by pupils at the time of pupil interviews. In five schools a total of 11 pupils were interviewed. Across the 16 schools. In one school a focus group was run with 6 parents and carers.3. See Table 2 for a full list of staff interviewed. The majority of the schools were visited in person and interviews conducted by one or two members of the research team. In some cases. in others class teachers. QRP. School staff and parents and carers who were interviewed gave written consent for the interview to be audio-recorded.2.
Table 2 List of staff interviewed Number of staff interviewed
2 8 2 2 3 1 2 3 2 2 2 29
Role
Head of Service Head Teacher/Principal Deputy Head Head of Inclusion Head of Autism Resource Base Head of Further Education Outreach Team Member Class Teacher Teaching Assistant SENCo Speech and Language Therapist Total
2. The selection of interviewees reflected the demands of the schools and the time line for the project.

Strong relationships with families
These themes are listed as per the order of progression of the interviews rather than with regards to how frequently they were raised by participants. Monitoring progress 3.
AET Report: What is Good Practice in Autism Education?
. Effective communication 7.Eight themes were identified:
2.3 Research methods
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1. Ambitions and aspirations 2. Involvement of other professionals/services 5. Adapting the curriculum 4. Staff knowledge and training 6. Broader participation 8.

4 Elements of good practice in autism education
2.
Theme 1: ambitions and aspirations
Category 1: school ethos
Category 2: achieving key skills
included in school/society
maximise potential
independent/ life skills
social communication
pupil well-being
academic skills
Figure 1: Ambitions and Aspirations
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.1 Theme 1: Ambitions and Aspirations
One consistent theme that characterised the schools was the high levels of ambition and aspiration that staff had for their pupils (see Figure 1).4.4
Elements of good practice in autism education
2.2.

“To be fully inclusive. often struggle to cope in everyday situations. to discover what they enjoyed doing and to pursue this not only at school but also beyond. “… in walking round the school. write … it’s all about academic terms – and that’s for every child.“ “So that’s the key thing for these children is that they have poor communication skills. “I’d hope that they’d be as independent as possible by the time that they leave this school. and to be able to cope and have meaningful life choices. Schools had a strong emphasis on promoting independence skills. ‘Reaching potential’ included gaining academic qualifications. both in mainstream school and broader society. And that they can see a purpose to it. There was a satisfaction that pupils found the school a safe environment to be in and an emphasis on promoting their well-being. the majority – pretty well all – of the young people who attend here enjoy attending here and enjoy learning here. that we recognise their individual talents and abilities and encourage them to develop their strengths. it’s about managing what you’ve got. support them to overcome some of their challenges. although this theme did not emerge in all the interviews. recognising that children and young people with autism. It’s not about reducing autism. as independent as it’s possible for them to be. In mainstream schools this meant taking part fully in all school activities and developing strategies to promote the skills the children and young people needed in order to achieve this. I think it’s the right of every child to be included into every activity and take part in the school“ School ethos also included a broader sense of ensuring and being proud of the fact that the pupils enjoyed being in the school and wanted to be there.“
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2. at whatever level they were able to. I think we’ve got to go with that. Sometimes this was explicitly couched in terms of wanting to help pupils to learn strategies to ‘cope with their autism’. including those with average or above average intelligence. we are focused on getting them to communicate and to interact. It definitely helps with independence and also learning skills later on in life that you are going to need.4 Elements of good practice in autism education
School ethos
Achieving key skills
.“ Some schools explicitly talked about their aims and aspirations for their pupils achieving academically.“ [pupil aged 19 years] Schools emphasised the need for pupils to be supported to develop communication skills and the highest level of social understanding that they can. That’s it. as much as possible for every child. whilst at other times the emphasis was on functional communication and social skills.”
Another ambition was for pupils to be included. Helping pupils to identify activities that they enjoyed and to build on their strengths and talents was also a priority. going on to college or as adults and holding down a job. “We’re here to teach them how to read.A consistent message across the interviews was the importance of enabling pupils to ‘reach their potential’ and this was seen as an over-arching goal for the schools.“ One pupil at a specialist school that allows local pupils to spend occasional weeks staying overnight at the boarding facility commented: “It definitely has merits.
“… the same that you’d have for any children or young people actually … they have the opportunities to fulfil to their highest potential. “… learning to manage your condition.“
Schools strove for pupils to be as independent as possible in their future adult life.

Because I think some of the children don’t go home and communicate to the parents what they’ve done. AGS.”
One resounding consensus from school staff was the importance of capturing and celebrating the achievements of pupils. and that video and photographic evidence is very tangible and concrete evidence of achievement for parents.”
Sharing information on progress
Schools placed a great emphasis on sharing information on progress – via the use of written materials and shared access to computerised data – both between school staff and with parents and carers. Paul H. This reflected a number of different concerns: that Key Stages and P levels do not capture all the progress relevant for pupils with autism.4 Elements of good practice in autism education
Recording systems and practices
the behaviours they saw themselves as targeting. This was particularly true for schools with pupils with the most severe and complex needs (i. Assessment of Basic Language and Learning Skills (ABLLS)33] whilst others used assessments that measure progress against a social curriculum [e.The schools saw measuring progress against behavioural and social outcomes.g. special schools for pupils with SEN and autism specialist schools). assessing them in a lot of detail. which extended beyond National Curriculum targets.
“… it looks at communication. however minor. School staff described how they had developed ‘bespoke’ measures of pupil progress in areas where they felt that standard assessments did not capture
VABS (2005).”
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2. ABLLS (2006). and kind of constantly reassessing how something is going and reflecting.
32 33
“And email as well – sometimes I email photos of things to the parents.. adapted behaviours … and obviously social progress as being with others. schools had developed over time formal and informal recording procedures to capture a broader range of pupils’ progress. as a part of their role.
“We actually tried something called the magic moments thing.
. may not share with parents what they have done at school that day. Brookes Publishing.. Emotional Regulation and Transactional Support (SCERTS)34]. (2006). Schools gave examples using videotape and photographs to capture pupils’ achievements and being able to share this with parents and carers and with school staff. in particular for sensory behaviours and mental health/ well-being difficulties.
“… and that is about us knowing our children very.. assessment played an important role in determining whether particular approaches were working with the child. like when they did the work experience and stuff. where every class had little mini whiteboards where they wrote the achievements of the children – so that those children who do utter a single word … the first time they tie up their shoelace. That is. very well here. that pupils with autism.g. school staff and the pupils themselves. And part of our funding through specialist schools status has been to enable us to develop that work … We’re trying to develop our own measures.”
Some schools used standardised measures/tools that assess adaptive skills and developmental ability [e. This was reflected in the fact that alongside the National Curriculum Key Stages and P level assessments that schools are required to complete. so it’s quite nice for them to have an email or something. Social Communication. but this was also true for mainstream schools with more able pupils. In part.”
Monitoring progress was not just about capturing targets achieved. monitoring progress was seen as part of an ongoing evaluation of the success of the approaches they were using with an individual pupil. this reflected the fact that practitioners found that Key Stages and P level assessments only fulfilled a partial role in monitoring relevant progress.e. working in a group.
“So we’re actually involved [in] doing some particular work at the moment trying to look at this whole issue of how you measure. 34 Prizant et al. WPS. reflect and report on outcomes on emotional wellbeing. especially those with limited communication. including emotional development and self regulation targets. and maintaining themselves to be able to cope with unstructured time. Vineland Adaptive Behavior Scales (VABS)32 .

3 Theme 3: Adapting the curriculum
Schools took the view that alongside following National Curriculum guidance there was a need for purposive differentiation of the curriculum for pupils with autism.4.4 Elements of good practice in autism education
2.
Theme 3: adapting the curriculum
Category 1: modifying the National Curriculum
Category 2: autism–specific approaches
imaginative ways of teaching differentiation of National Curriculum modifications to delivery individualised programmes for pupils emphasis on learning about social world “toolbox” approach
utility beyond children with autism
Figure 3: Adapting the curriculum
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.2. A number of autism specific approaches were used to learning and behaviour – principally to promote social and communication competency and independence – with several respondents using the term ‘autism curriculum’ (see Figure 3).

School staff outlined the different ways in which these approaches can be applicable to teaching and learning for pupils with autism.4 Elements of good practice in autism education
Modifying the National Curriculum
Autism specific approaches
.Curriculum differentiation was implemented on an individualised basis aligning targets with individual pupil needs and profiles. I could use that with them.
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2. visual timetables/schedules. We’re looking at the differentiated needs that need to be offered for their development.” [parent]
“Social stories. more so when the children are transitioning from Key Stage 1. They need to be able to work within a group and alongside other children – they can’t be in completely distraction free areas all the time.
Schools reported using a number of autism–specific approaches. section 2. to the acquisition of new skills.
“We’re supporting children in a mainstream school. from communication and language understanding.”
Staff in mainstream schools commented that these approaches can be useful when working with other pupils who do not have autism.g. including the Picture Exchange Communication System (PECS).7). Autism-specific approaches were used flexibly depending on the Key Stage level the pupils were working at and on an individualised basis. we have TEACCH style work stations which get used sometimes. cartooning … and I think. Social Stories. and minimising behaviour difficulties and anxiety. to helping with attention and minimising distraction. This individualisation was informed by a thorough understanding of the characteristics of children and young people with autism and how these need to inform the setting of individual education plan (IEP) targets and the delivery of the curriculum.. it is a 24hr package.
“Well we use PECS where appropriate … We have visual schedules always. focusing on areas related to the triad and sensory differences I suppose in simple terms. toilet training. In addition. promoting social understanding and social interaction. you then get people thinking. because they’re often using it a lot more there.”
One consistent theme from the parents and carers interviewed was that the school excelled because it went beyond the remit of the National Curriculum. We leave it to the Autism Outreach Team to say these are the bits of the curriculum that we think would be appropriate as a strategy for meeting this child’s needs. for example. Intensive Interaction and sensory integration (see Glossary.”
Mainstream schools had taken care to adapt the delivery of lessons and expectations about the implementation of school rules and standards so that they were applied in an equitable manner for pupils with autism. Applied Behavioural Analysis (ABA). eating independently. and prepared their children for what they saw as critical life skills (e. they’re following the mainstream curriculum. staff spoke of their development of an ‘autism–specific’ curriculum to guide their practice alongside the National Curriculum. They made the necessary adjustments for pupils with autism.” “The only modification should be what a good teacher would do normally for the range of ability.
“This school has everything. by sharing in our meetings and so on the benefits. And the autism–specific curriculum is much more about. SCERTS. But … we do a lot more group work in Key Stage 2 because I’m thinking very much about the different demands of integration at Key Stage 2. in a sense. Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH). who might. being calm). But when they need to we use that. in special schools and autism-specific schools in particular. require a break between lessons or time to prepare for the change from break time to lessons.” “But we would be setting an IEP and individual targets that contain both elements of the National Curriculum and what we would see more as the autism– specific curriculum. well I’ve got a situation with so-and-so here.

And they learn each language to a basic level where they can communicate and understand how that sort of culture works. and they learn to cook the food as well as speak at a basic level.”
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. they were running round the cauldron – lots of drama. college applications.” “They have a tailored curriculum for something like modern foreign languages – we call it European Studies – and they learn about the culture of the country.”
Schools catering for pupils with a very wide range of ability showed imaginative approaches to adapting the curriculum for pupils with autism and ensuring that the materials and activities were fun. but I think the enjoyment – as long as your student is enjoying” … [Staff member B] … ”Especially Macbeth” …[A] … ”Yes.4 Elements of good practice in autism education
“They will have perhaps an individual programme that recognises that they follow the National Curriculum. help with doing exams.
“ [Staff member A] We did Macbeth and Romeo and Juliet and basically it’s reducing that text down and down and down … it’s a teeny bit of tokenism to Shakespeare. getting to school on time. motivating and relevant to pupils.2. but there may be a differentiated approach such as they may need rest breaks … or they may need slightly different approaches … or homework support and study support. Staff had found that modern foreign languages can be highly successful subjects for some pupils with autism because of their explicit teaching of behaviour in social situations. lots of role-play.

professionals (see Figure 4).There was broad recognition that meeting the many core and associated cognitive and behavioural needs of children and young people with autism required external expertise.4 Theme 4: Involvement of other professionals
.
Theme 4: Involvement of other professionals
Category 1: recognition of issues which require external expertise
Category 2: joint working with other professionals
SALT and OT expertise essential
access to CAMHS and EP services
some staff with health background
Figure 4: Involvement of other professionals
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2. as well as education.4.4 Elements of good practice in autism education
2. in particular from a range of health. Joint working between school staff and other professionals on learning and behaviour was widespread.

seeing them as central to the way in which classroom practice and IEPs were developed and monitored. in particular Speech and Language Therapists (SALTs). in particular their social and communication difficulties.2.
“We spend the whole time balancing – we’re trying to keep the child in his comfort zone. and professionals from Child and Adolescent Mental Health Services (CAMHS) and social services.
Joint working with other professionals
Linked to this. although direct classroom working.”
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. Several of the more specialist autism specific schools and some mainstream schools employed SALTs and OTs. For example. Schools engaged specific professional expertise to address these issues. So the SALT has regular communication meetings with the class staff.” “Academic progress is done initially.”
“I think one of the things that’s very important about [school] in the whole when it was set up and going forward. This joint working was seen by school staff as a key to educating pupils with autism in order to promote their learning. when they come in on key levels and using IEPs and setting targets. there was recognition that when pupils are over-aroused or highly anxious they are not in a good position to engage with the curriculum and to learn. in many schools there was involvement with a wide variety of health practitioners and services.
“If the child’s not moving on. The focus of this joint working was on promoting communication (SALTs) and addressing sensory issues (OTs).”
SALTs and OTs worked on developing programmes for classroom staff to implement. Educational Psychologists (EPs). The level and structure of involvement varied widely between schools. at the top end of his comfort zone so he can learn. behaviour and development. That’s done often in conjunction with the SALT and of course the OT as well. alert state … we’ve employed our own occupational therapists for the past four years now and they’ve changed our practice radically. as well as common associated features. how then do we adapt the strategies that we’re using? And that should be very much based in the class. is the way in which the specialist teacher and SALT work hand in glove. as opposed to working with individual children.4 Elements of good practice in autism education
Recognition of issues which require external expertise
There was high recognition of both the core. also existed. Our occupational therapists call it a calm. including emotional. defining difficulties that pupils with autism have. behavioural and sensory difficulties. including modelling approaches for classroom staff. The input of health professionals was highly valued and some settings felt that they required more input than was available locally and that if their own budget or community health budgets allowed they would increase their access to this expertise. Occupational Therapists (OTs). reflecting different types of provision.

had well developed relationships with CAMHS services with some having regular meetings to be able to discuss pupils about whom they have concerns or wanted advice. Many of the senior staff interviewed linked this to inclusion and access to the curriculum.” “And also the children’s well–being. However.
“So I go to a meeting at CAMHS on a fortnightly basis … where we can discuss cases.“We could definitely have our own specialists – speech and language therapists I’d like.” “We tend to only see EPs – we don’t have our own and we don’t tend to see them except when they’re coming to review a child’s needs for a statement or something like that. Schools. occupational therapists. in particular secondary schools.”
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2. which will include their anxieties and social understanding. if we had those in situ in the building and enough of them …”
EPs were primarily involved in reviewing progress and annual statements. but other schools had arrangements for regular visits to review progress of pupils with autism. in several schools a child psychotherapist (to advise on behaviour).”
Some schools have contact with a range of professionals including social workers.
“… we have an EP who has six 3–hour visits for the children with autism … so some of the EP time is set up so that people can just turn up and talk about a child that they’re concerned about … so it’s quite useful to have that EP to reflect.4 Elements of good practice in autism education
. counsellors and community nurses (for eating or toileting issues). There was a high level of recognition of the mental health and well-being needs of pupils with autism right across the spectrum. schools commented that they would value more input from EPs but that currently this was not possible as access to EP services for any individual school was limited. so that they can be included and have access to the breadth of the curriculum.

5 Theme 5: staff knowledge and training
Great emphasis was placed on well-trained and expert staff. Many schools were also involved in training other schools and parents and carers.2.4 Elements of good practice in autism education
2. and on strong leadership (see Figure 5).
Theme 5: staff knowledge and training
Category 1: staff characteristics and expectations
Category 2: training and dissemination
spreading good practice
high expectations of staff dedicated staff pride in staff group strong leadership
provide training for parents
‘in–house’ and external training
offer training for other professionals
frequent training for all staff
Figure 5: Staff knowledge and training
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. on high expectations and of delivery by staff.4.

“
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2.”
Parents and carers also recognised the commitment and attitudes that school staff brought to their work with children and young people with autism. then there is listening on an almost minuteby-minute basis to what the young person is saying. and we train people like transport escorts and our catering staff … because they couldn’t understand why our youngsters would only eat custard and nothing else.”
In some mainstream schools with specialist bases the autism specialist staff provide training for the staff and pupils in the mainstream school or to other local schools. Schools emphasised the regularity and ongoing nature of training required. PECS. section 2. from in-school use of Inclusion Development Programme materials in mainstream school to (more commonly in specialist schools and Resource Bases/Centres) Diploma and Masters-level courses.” “That’s what I’m most proud of actually – the staff’s ability to work with such terribly demanding.
Senior staff placed great emphasis on training – with many emphasising how all school staff received regular training – including administrative and support staff.”
“We engage strongly with mainstream schools … the local network of schools – that’s 23 of them – meet here once a month. empathic and caring towards the children and young people with autism.
“Most of our teachers have got some accredited training for autism … One of our admin officers keeps a data base of all the training we’ve been on. where possible.” “We have a whole tranche of training. Some of the training was on autism in general.
“And I think that’s probably key to making a successful provision – is you really do have to have someone who is actually able to speak with authority. children first.
“Because of that high level of empathy. knowledge and understanding of autism and approaches to support the learning and behaviour of pupils with autism went beyond an introductory level. attitude – and it’s their flexibility. which is sort of two hours with the bus drivers … right through to Masters. school bus drivers and catering staff. so they can all come on site and change their views … We also lead the SEN network and put on professional development opportunities. in part because of staff turnover but also so that. Head teachers and other senior staff had a deep and wide understanding of autism and set the expectations high for all their staff in terms of knowledge. sensory integration and behavioural management techniques (see Glossary. Senior staff commented that their staff teams were highly dedicated. challenging young people and absolutely really loving it and seeing the response that you get from children.4 Elements of good practice in autism education
Staff characteristics and expectations
Training and dissemination
.7).A strong aspect of practice and school culture was high expectations of and pride in the expertise of the school staff and having a highly motivated and dedicated staff group. Other training was on approaches commonly used in schools for children with autism. right from autism awareness.
“It’s their absolute commitment to the children – and it’s their.” “We do autism awareness training. Schools and units were involved in training and dissemination of knowledge around good practice to other schools in their local area.” [parent]
Schools were characterised by strong and visionary leadership that aimed high for their pupils with autism but also recognised the key role of the staff team in achieving these aims. training and commitment to working with pupils with autism. allowing a broader community of practitioners and schools to benefit from their autism expertise and experience. including TEACCH.

” “[transition liason officer]… and they’ve had a kind of rolling programme of workshops for them including things like wills and trusts and disability living allowances …” “We provide training for parents.
“… we run specific training courses on things like physical intervention.” [parent]
Another notable feature was that a number of schools also provided some training for parents and carers. and that there is a lack of easily accessible and affordable training opportunities for parents and carers in many communities. This was motivated by recognition both that consistency of approach at school and at home would be beneficial
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.”
Parents and carers recognised that staff were knowledgeable about autism and that they continued to learn more about autism in an effort to inform their practice. etc. In fact. The teachers are always researching what will make their lives better.
for the pupils with autism. communication etc. I’m just running the Triple P positive parenting programme here at the moment.2.4 Elements of good practice in autism education
“[autism resource base] teacher comes down and does regular training for the staff.”
“We don’t have to keep thinking what will be good for them. teaching assistants and teachers.

4 Elements of good practice in autism education
.“We don’t have to keep thinking what will be good for them. The teachers are always researching what will make their lives better.”[parent]
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2.

4 Elements of good practice in autism education
2. between staff and parents and carers. Levels of communication were remarkably high: staff spent a lot of time communicating with each other about pupils’ progress. and schools adopted a variety of methods of communicating with parents and carers. and between staff and pupils – was a high priority for all schools.
high levels of staff-to-staff communication
Theme 6: effective communication
multiple methods of communication
Category 1: communication between staff
Category 2: communication between staff and parents
observation of others’ practice
Category 3: listening to pupils
importance of transitions
high levels of staff availability
day-to-day input from pupils
formal structures
joint input in setting pupil targets
Figure 6: Effective communication
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. Figure 6 shows the themes and sub-themes. staff were readily available for parents and carers and pupils.6 Theme 6: Effective communication
Communication – amongst staff. Schools had mechanisms for involving pupils in decision making.2.4.

Many schools had put in place a formal mechanism for listening to students’ views and for ensuring that learning and/or extra-curricular activities in the school were informed by these views. It represented a thorough commitment to meaningful involvement of pupils on the autism spectrum in their education.”
“And I think an awful lot of schools that talk about parental liaison.” “They also have time to plan the curriculum together … We have meetings on a regular. actually what they do is they send the parents a copy of the programme.”
Listening to pupils
Perhaps reflecting the range of pupils across the spectrum in the schools. Many staff had regular telephone and email contact with parents and carers and there were opportunities in some schools for parents and carers to meet with each other in groups to discuss experiences. and we’re very open to that. there were some notable examples of ensuring that pupils’ voices were heard. This mechanism was not only empowering for the pupils but it also informed the management team about the main issues for these young people. and these were reflected in work with individual pupils.
Communication between staff and parents and carers
School staff described the efforts they made to be available to parents and carers to share information and concerns and provide feedback. across the range of provisions.” “… and I do think our parents of autistic children do tend to come in if they have any problems at all – they are in.” “And then every Friday we have a departmental meeting and one of the items on the agenda is always sort of ASD issues.
“I tend to phone the parents quite a lot. and inclusion in school decision making. is it?” “And with parents. for example by updating school if their child had a particular issue on any given day so that the school staff might anticipate how best to support the pupil and look out for warning signs of any possible ‘meltdown’. isn’t it?”
Parents and carers also valued the opportunity to use a variety of methods of communication to bridge the home-school divide. These mechanisms required a significant amount of time for school staff but were prioritised and considered essential by the schools. as a management team. Could email and say [child] was particularly upset about something today.
“On a formal level we have a student council and they have regular meetings … And we then. there was a strong emphasis on ensuring that schools worked in partnership with parents and carers. if there’s something that comes up I normally just phone and talk to them because I find it’s usually the most effective way of communicating and resolving something. because they always have input into the IEPs and anything they want to add or focus on we can always do that. But that’s not the same as actually involving the parents in planning the programme in the first place. weekly. Warning of triggers. I think that’s important. especially when planning IEP targets. receive the outcomes of those meetings and we will respond to any of the issues raised.Staff-to-staff communication was organised differently in different schools but most had several mechanisms to ensure that information about pupils was regularly shared.4 Elements of good practice in autism education
Communication between staff
“That was the key thing.” [parent]
.
Moreover. Nevertheless. basis actually.
“So we always have [a group meeting of all staff] one or two a month after school just as a time to discuss anything that we wanted to. This went far beyond the usual home-school daily or weekly (for boarding pupils) communication book. there was some variability in practice in including pupils in decision-making both about their IEPs and about choices of activity.”
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2.

”
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. or whether it was using photos.4 Elements of good practice in autism education
“So looking at specific things that would mean things to children and getting them to choose and recognise that they can choose things .. whether it was using objects. so all the children – every single child had some sort of input at their level.. “Those sorts of sessions [individual personal tutorials] encourage pupils to advocate for themselves. Students have been to talk to the governing body at the governing body away day about some of the things that they think are important in school. we interview students in that respect. preferences. on what things they wanted to do. and all that sort of stuff.2. as part of our school development planning programme. [organisation] were kind enough to donate a playground to us. Which enables them to participate in things like pupil surveys. express their choices. student council and.

Schools saw a broader role for themselves as community ambassadors. spreading understanding and acceptance of autism in the wider community (see Figure 7).
Theme 7: broader participation
Category 1: ambassadors
Category 2: joint activities with mainstream pupils
pupils in the local community
raising autism awareness in the community
promoting genuine inclusion
raising awareness of neurodiversity
invite community into school
Figure 7: Broader participation
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2. Many schools also had developed imaginative practices for joint activities with mainstream schools.7 Theme 7: Broader participation
.4 Elements of good practice in autism education
2.4.

and in return for that they’re giving some of our youngsters opportunities to experience particular curriculum activities. including in some cases taking on roles with responsibility for younger pupils.”
Schools described a wide range of ways in which their pupils made use of community facilities that served a dual purpose of helping pupils to develop ‘life skills’ but also gave the pupils a visible presence within the local community..” “So when we had the first intake it was Year 9 … and we had all of Year 9 do a project using ‘The Curious Incident of the Dog in the Night–time’ and they did some cross-curricular work with drama.”
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. For older pupils this included work experience placements with local businesses. Particularly the 6th formers who are going on to either medicine or psychology or teaching or something like that.”
Joint activities with mainstream pupils
Schools had a variety of schemes that enabled their pupils to interact and spend time with pupils from other local schools – both special schools and mainstream schools and for autism resource bases. I want people who wouldn’t normally come into contact with the young people here to come onto the school site and recognize who these young people are.” “… we are looking at opportunities to bring the community on to the school site. And on the whole it’s really. so they’re working with the local primary school children and teaching them. Schools saw these joint activities as beneficial for their own pupils but also as part of their ‘mission’ to raise awareness about autism in the local community.” “… in Year 10 and 11 they do the junior sports leaders. whether that’s a local pre-school setting for an early years child or whether it’s college links for our oldest students … we might be providing them with training around issues to do with autism. such as local supermarkets and a nursery. and it’s usually and bowling and Pizza Hut. music and English staff … because one of the things we had to do was to prepare the boys and girls here to be accepting.” “And I’ve done … talks for their 6th formers on autism. picnics. so that they can get their reward. End of term as well we use what we call our class fun and youngsters make a choice about where they want to go.”
“… we make sure our youngsters go out into the local community … in terms of local supermarkets.” “… he runs inductions for new parents are brought round and told about the Centre and the expectation is that their children will sometimes be coming to work with us. cafes – go and order something. The children love coming to us.4 Elements of good practice in autism education
Ambassadors
Schools saw themselves as community autism ambassadors – with a role to raise awareness about autism in the local community more broadly. This was achieved by a number of activities such as holding annual public events (e.
“We use a lot of mainstream or other schools for experience for youngsters.g.
“We’re very successful with work experience … with different providers for work experience that are working really well. And we get work experience students from there coming here too. Many of these activities involved outreach into the community but also involved inviting local school staff and pupils into their schools. art. joint activities with mainstream pupils. visiting local schools to hold assemblies. and making parents and carers and other schools aware of the autism provision within the school.
“… on an annual basis we’ve run an event called Picnic in the Park … and it is really about autism awareness for [town] and around. Autism Awareness Day events). with parents having an opportunity to get together. really positive. the local leisure centre.” “… the other parallel ambition is to work with the wider community as much as possible to teach them as much as possible about autism.2.

4 elements of good practice in autism education
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2.

in terms of working jointly with them to enhance their understanding of approaches that might be useful in managing their child or young person’s behaviour outside of school (see Figure 8).4.8 Theme 8: Strong relationships with families
One topic that came up in every interview was the school’s perception that they would like to do more to support parents and carers.2.4 Elements of good practice in autism education
2.
Theme 8: relationships with families
Category 1: working together
Category 2: understanding the children and young people
challenges of working with parents reciprocal relationships recognition that families are vulnerable supporting parents
Figure 8: Strong relationships with families
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.

” “As an institution. Despite the high levels of communication with parents and carers and considerable lengths that schools went to provide support. shared activity where consistency of approaches between school and home might be especially important for children and young people to make progress.”
..
“Do more for home support . then there is listening on an almost minute by minute basis to what the young person is saying . However. Because schooling isn’t in isolation from home is it? So that I feel the school did much more than they needed to. there was a clear recognition by schools that they were not able to offer adequate support to families and often this support was not available from other agencies. we set out our beliefs that we want to develop a lifelong relationship with young people and their families.Schools described how they aimed to work in partnership with parents and carers. social worker type role as well. that’s a reflection really of that relationship our staff have with the kids.
“… it would be nice to be more of a training centre … we do try to work with parents.”
Parents and carers also recognised that schools went out of their way to provide support and to work jointly with them around supporting their child’s development.” “Because if you don’t have a good relationship with the parents it’s so difficult because there are such conflicting messages for the children if they’re not supporting what you’re doing and vice versa. They also valued the way in which the school was instrumental in arranging for other professionals (e.”
Understanding the children and young people
Across all the provisions.
“And I think right from the start that [joint planning meeting] makes the parents feel that the school sees their child as important. school practitioners consistently stressed the importance of establishing and maintaining good relationships with pupils. Schools recognised the need to learn from parents and carers about their children. like TEACCH and PECS.”
40
2. that they see their views as important and that you set off on the road of engaging them as partners. We do have a parent liaison officer who works very hard to do
AET Report: What is Good Practice in Autism Education?
“I would argue that unless you had a strong empathy you would find it difficult to work in a school like this. but that is a very difficult task.
“Like always... there are certain parents it is hard to engage.g.” “… it would be good to be able to support the parents more. seeing the education of pupils with autism as a joint. bring them in for PECS training and that kind of thing … often our parents don’t understand autism any better than anybody else. They emphasised ‘knowing’ the child was fundamental to ensuring that their learning and well-being were prioritised. physiotherapists) to go into the child’s home and work with parents and carers. It becomes tricky. Because of that high level of empathy. their child with autism and the whole family.4 Elements of good practice in autism education
Working together
that.”
School staff recognised that many parents and carers faced considerable challenges at home and that more on hand expert guidance and support would benefit them. schools also acknowledged that it can be challenging to engage with parents and carers who have many competing demands and that this required effort.
“There wasn’t anybody else there for me to work out where I was going with [child]. I would like us to do more about that and make more of our parent training. And we simply don’t have the time or the resources to do that.” [parent]
Parents and carers mentioned examples in which the school had organised for teachers to visit the family home and show parents and carers how to implement autism-specific approaches.more home outreach … You know a family support worker. This attitude was true across the range of provisions – from highly specialised autism special school settings to mainstream schools. so that children’s learning at school could transfer also to home. as well as to develop a joint planning approach to their education.

One pupil who preferred
“They are friendly and very supportive and they are very calm about everything. Like if you have a problem … if you wanted time out on your own they would wait until you calm down and give you time to yourself.” [pupil aged 15 years]
Schools also acknowledged the need to ensure that children were empowered both to understand themselves and to be able to be responsible for their own learning. so you disempower the youngster. The pupils valued the relationships with their teachers.4 Elements of good practice in autism education
Strong connections with teachers were also a prominent feature of the interviews with pupils. they take care of you. but it was a cooperative one that wouldn’t result in me being kicked out.”
Schools recognised that some children and young people with autism can have difficulties with organising their work and behaviour and were able to provide structure and adapt school policies to support pupils who had difficulties with this. So they are good with that. They are supportive. One pupil said:
“There’s also the age-old risk in a mainstream school is that the person assisting ends up not assisting but doing. and understood their autism. They emphasised the fact that they felt that their teachers understood them.” [pupil aged 14 years] “The best things [about school] are the teachers.” [pupil aged 14 years] “What do you think makes them such good teachers?” [interviewer]“Well.” [pupil aged 14 years]
41
AET Report: What is Good Practice in Autism Education?
.” [pupil aged 18 years]
Another pupil mentioned how the “teachers were understanding of me”:
“When I am about to get my things the teachers appreciate that every time that I am taking too long because I lost my something” [pupil aged 15 years]
Schools recognised that sometimes children and young people with autism will need ‘time out’ in order to manage their own emotional state and mood. it was just to help me with it. because they understand me. They help out and are very supportive.
“So while an ordinary student might be put on a contract which is basically what they do before they kick you out here they did put on a sort of contract.
to complete homework at school during the week and often did not complete homework over the weekend commented:
“It’s nice because they understand you here and they deal with all of the problems you have.2. and could ‘trust’ them. So we’ve got to be careful about that as well.

5
community. as has previously been described for ‘outstanding special schools’. which saw their school as fully inclusive and deeply embedded within the local community. used multiple assessments to monitor progress beyond those statutorily required in order to monitor children’s progress in terms of academic skills but also social and behavioural outcomes (Theme 2). and worked hard at developing fully reciprocal relationships with families – parents and carers and children and young people (Theme 8). the schools had high aspirations and ambitions for their pupils with autism. 8–9). 8–9). teachers and professionals within local schools (particularly mainstream schools). These are the ‘specialist’ and ‘highly specialist’ Tiers shown in Box 1 (p. We also uncovered some aspects of good practice that had not been recognised fully in previous work. (3) had developed ‘hubs of expertise’.
Policy implications
Many of the themes that emerged from the research are reflected strongly in the SEND Green Paper38.14). and teachers and pupils. had very high levels of communication with parents and carers. were characterised by strong leadership and vision. The Green Paper emphasises that it is crucial to families of children with SEN and/or disability that education. nurtured expert. and with parents. echoing the draft NICE guidance14. Our research suggests that good practice in autism education can occur successfully via local partnerships between experts within these provisions.Conclusions
Despite the very diverse range of schools included in this research. in part. were well versed in individualising and adapting the curriculum for each pupil acknowledging that pupils with autism have additional and unique needs and unique approaches to learning and the broad ‘autism curriculum’ reflected these needs (Theme 3). raising awareness about autism in the broader community. Of the emerging themes. where staff would share knowledge about autism with schools and professionals in the local
Ofsted (2010). It also stresses the need for staff working with children with SEN to have “high expectations of them and the skills to help them to learn” (p. SEND Green Paper. This reflects the social and communication difficulties.5 Conclusions
2. Schools had high expectations for their pupils with autism (Theme 1). and “to be educated by people who understand their impairments” (p. health. which educate pupils from right across the autism spectrum. 37 NAS (2010). (4) were ‘ambassadors’ for autism. several consistent themes emerged. define the autism spectrum.13). taking on an ambassadorial role to raise awareness about autism (Theme 7). 38 DfE (2011). It also reflects the increasing knowledge and awareness of common associated features such as mental health and emotional difficulties and unusual sensory responses.
Notably.36 They also reinforce many aspects of generic education ‘good practice’ such as ‘quality-first’ teaching27 and the Pillars of Inclusion for inclusive education practice for pupils with SEN and/or disabilities26. several suggest that specific knowledge and expertise is required to provide the very best education for pupils with autism. (2) were modifying the curriculum to include not just academic skills but also social communication and independent living skills. and with parents and carers.
35 36
AET Report: What is Good Practice in Autism Education?
42
2. The Green Paper also sees a role for special schools to “share their expertise and services to support the education. We found that school staff (1) had consistently high ambitions and aspirations for pupils with autism. experienced by children and young people with autism that. and the difficulties with flexibly adapting to change.
. Osted (2009). progress and development of pupils in other special and mainstream schools” (p. One suggestion would be for autism specialist schools and units to become ‘centres of excellence’ for autism
What does this study add?
These findings build on and extend previous research and practice recommendations concerning autism education11. and (5) worked hard at developing strong reciprocal relationships between teachers and parents. both about approaches to learning and on strategies to promoting positive social and behavioural outcomes and well-being (Theme 6). social care and voluntary services work well together. OTs and CAMHS (Theme 4). as was highlighted in the recent NAS campaign ‘You Need to Know’37 . highly motivated staff for whom training was a priority both inside and outside the school gates (Theme 5). encouraged effective and sustainable relationships with specialist health and social care practitioners.12 and education for pupils with special educational needs35. in particular SALTs.

These local partnerships ensure that there is a continuous dialogue about educating children with autism between the various professionals who are dedicated to supporting pupils with SEN.education practice within the community. Health and Care Plan (EHCP) in the Green Paper holds promise. Joint working with health professionals as being critical to providing a good education for many pupils with autism also emerged as a strong theme. schools saw their access to this expertise
as inadequate. which in future could benefit pupils with autism. specialist teachers within ‘centres of excellence’. schools expressed a wish for more contact than was currently available from educational psychologists (EPs). and cost-effective model of service delivery. EP input was sometimes restricted to formal assessment of need as part of the statementing process. which enhances the expertise about autism in local communities. as described above. at least under the current system.5 Conclusions
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AET Report: What is Good Practice in Autism Education?
. and with members of the broader community. One potentially effective way of harnessing the expertise of EPs would be to ensure that they support. with the parents and carers. rather than on providing expertise on planning for learning and managing behaviour. In terms of joint working with other education professionals. The very process of training others is instructive for those who deliver it. although many schools also expressed a wish for greater access to this expertise. and are supported by. Many schools work closely with or employ speech and language therapists (SALTs) and occupational therapists (OTs). This is a potentially very powerful. The proposal for a joint Education. which emerged from the current data:
2. Yet. In Box 1 we summarise the 15 core principles of ‘good practice’ in autism education.

v
Box 1 Core principles of good practice in autism education 1. and ensure that
they are active participants in choices about curricular and extra-curricular activities and how the school is run.
12. Recognise parents’ need for support so that learning continues outside the 14.
10. Celebrate and value achievements of pupils and staff. to make it accessible and rewarding for pupils with autism. school.5 Conclusions
. expertise and joint decision making. ensuring that pupils with autism have meaningful. enthusiastic and empathetic staff. visible participation in the local community. Build and consolidate autism expertise at a consistently high level by maintaining an ongoing programme of training and CPD on autism for all staff. evidence-informed approaches in quality-first teaching practice to remove barriers for pupils on the autism spectrum. 2. Select and value motivated. Embed specialist. 6. Encourage joint planning and working with health and education professionals to support language and communication.
AET Report: What is Good Practice in Autism Education?
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2. Increase the range of learning opportunities for developing independent living skills. emotional wellbeing and an environment conducive to learning. Use innovative and individualised methods of adapting the curriculum. Act as a focal point for raising awareness about autism in the broader
community. Develop a close working relationship with parents. Use multiple systems for recording progress of academic attainments in addition to behavioural (‘life skills’) and social outcomes. 3. the local community. 9.
Have high ambitions for pupils with autism to reach their full potential. Disseminate practice and share expertise with schools and professionals in 11. Seek to build and maintain strong connections with pupils. Strong leadership and a clear vision to implement all of the above. 7. 4. 5.
15. which recognises their
key role. utilising pupils’ strengths and interests. 8. and with parents.
13.

There are an increasing number of examples.
Going beyond ‘good practice’
The research remit asked us to review previous literature on ‘good practice’ and to characterise practice in a range of schools considered to have good practice in autism education. Future work will need to ensure that a broader representation of schools are selected. and was informed by personal and experiential views of the AET and the research team. notwithstanding many decades of the development of education practices and programmes in this country and internationally. especially pupils. Further. Some of the practices focused on individualisation of the curriculum. in other areas of specialised education practice where
Rogers & Vismara (2008).
Testing implementation
Many of the practices identified seemed based on a good understanding of children and young people with autism. (2007). ECaR. JCCAP. A review of the evidence base of particular programmes and approaches was beyond the remit of the current research but a series of inter-related questions arose following data collection. looking forward on the completion of the research we want to address a broader question that arises when one considers ‘good practice’ in autism education and what more we need to do to disseminate such practice widely in schools. However.2. FPL. It is widely recognised in the field of early intervention that there are some promising signs of an emergence of a better evidence base39. educators and research funders alike must work to improve this situation. and approaches to help support and overcome these within school. whilst others concentrated on the use of particular approaches or elements of programmes. This contrasts to the relative paucity of government-funded research into effective practice for children and young people with autism over the same period. IMFAR.40. However. particularly outstanding mainstream provision. we note that the current report is one of several reports on ‘good practice’ funded by different UK government agencies over the past decade. and access the views and perspectives of a wide range of individuals. Researchers. 41 DfE (2011). and other practitioners. parents and carers. In this regard. the evidence base for education practice in the autism field remains weak – in part this is a reflection of the difficulty of evaluating education practice but also due to a hesitancy of researchers to tackle the hard questions. Charman (2010). their strengths and weaknesses. JCPP. Despite the strengths of the current research. for example the Reading Recovery programme implemented as part of the Every Child a Reader (ECaR) initiative41. There is some evidence that school practitioners are variable in the extent to which they actually implement the programmes they say that they are following42. in particular in accessing in-depth the views of experienced autism education practitioners. If ‘good practice’ in autism education is practice that is informed and supported by strong empirical evidence then there are considerable gaps in knowledge. systematic research on the fidelity of implementation of generic and specialised practice is required.
Stahmer et al.
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AET Report: What is Good Practice in Autism Education?
.6 Knowledge gaps and priorities for future research
2.
39 40 42 43
more rigorous research designs have been used to test whether practice is effective. it relied in part on information from Ofsted reports.6
Knowledge gaps and priorities for future research
The research also identified gaps in the research and practice evidence base that should inform future commissioning. Howlin et al. (2010). Did staff implement the practices they described in the way that they said? Were these practices successful in achieving their aims? Research is needed to study the fidelity of implementation of programmes within schools and to determine whether they are effective in achieving their aims. there is also evidence that fidelity to specialist autism programmes ‘falls off’ leading to attenuation of progress when expert monitoring is not continued43. including from the UK. The selection of schools was not systematic. At one level ‘good’ practice can be taken to refer to effective practice – practice that promotes learning. well-being and independence all of which can be challenging for many pupils with autism.

and most schools had established mechanisms to listen to the views and perspectives of their pupils. HTA (2011). Staff also spent a great deal of time communicating with each other and also with other professionals. Schools varied in the amount to which they had developed strategies and mechanisms to elicit the views of their pupils with autism. including many health and other professionals (SALTs. their strengths and weakness.
AET Report: What is Good Practice in Autism Education?
46
2. it will be important to study the knowledge and training of school staff working with pupils with autism to select between the very wide range of available measures and also to interpret the data from such measures to inform modification of the curriculum and to assess progress. Many acknowledged that building strong relationships with the pupils and their families was critical to achieve their goals – to ensure that children were happy and could reach their full potential. OTs. and frequently ingenious.School staff spent a great deal of time monitoring the progress of the pupils with autism. We need to know which forms of joint school-family working have beneficial effects for children and young people with autism in terms of learning. and how these might best be supported and implemented. it is important to evaluate whether school staff are choosing the best measures to do the job. and their contributions and their needs. The emphasis on ‘life skills’ and progress towards independence has parallels with the approach taken for learners by ASDAN. Research is required to develop and disseminate good practice on accessing and incorporating the voice of pupils with autism within both mainstream and specialist schools. is there any evidence of the effectiveness of programmes aimed at improving communication in school that are jointly devised by teachers and SALTs but are implemented by school staff? School staff recognised that families of children and young people with autism are potentially vulnerable but despite their best efforts they felt that they were often unable to provide sufficient support for families outside of school.
44 45
ASDAN (2011). which went far beyond the statutory NC Key Stages and P levels assessments. health and social care professionals working jointly? To take one example. training and for research. behavioural or emotional well-being outcomes.
Staff spent much time and used many. school staff had developed very good understanding of their pupils with autism. Finally. including sensory experiences. This raises several issues that have implications for policy. Since school staff are using assessments in order to test the effectiveness of their approaches to learning and supporting behavioural outcomes. A similar exercise has recently been launched by the NIHR Health Technology Assessment Programme for measuring outcomes for young children with autism in the Health Service 45. What do we know about the effectiveness on outcomes from education.44 Alongside the findings of the AET report on ‘outcomes’11. and CAMHS) with whom much joint working was reported. examples of pupil input on target setting for goals for learning and behaviour were less common than input into other school activities. and included many formal and informal measures of progress in a number of domains. The particular domains most commonly studied were language and communication.6 Knowledge gaps and priorities for future research
Monitoring progress
Communication and joint working
. social progress and mental wellbeing. methods to communicate with parents and carers. They also used multiple measures and systems. Even in those schools that had developed innovative approaches to this issue. perhaps in part due to the difficulties accessing the views of pupils with little or no communication.